Formação superior de professores em serviço: um estudo sobre o processo de certificação do magistério no Brasil [thesis]

Isabel Melero Bello
AGRADECIMENTOS Agradeço ao meu querido Chico, marido e companheiro sempre disposto a me emprestar o ombro amigo nos momentos difíceis desta jornada. À minha mãe, pelo apoio e carinho eternos. À minha orientadora, professora Belmira Bueno, que acreditou em mim, auxiliou-me a ampliar os horizontes dos meus estudos e me incentivou a fazer um doutorado sanduíche na França, algo que parecia impossível nessa altura da minha vida. À professora Anne-Marie Chartier, minha co-orientadora e "anjo da
more » ... ra e "anjo da guarda" em Paris, cuja orientação e longas conversas me fizeram melhor compreender a formação e a profissão docente no Brasil. À professora Denise Trento Rebello de Souza que com suas sugestões e observações perspicazes fez com que muitas das minhas perspectivas de análise fossem ampliadas. Às professoras Alda Junqueira Marin e Marília Sposito por tanto terem contribuído no desenvolvimento deste trabalho mediante as sugestões dadas no momento da minha qualificação. Aos meus amigos do grupo de pesquisados Santos -pela troca de idéias, de informações e de dados que muito contribuíram para o desenvolvimento da pesquisa. Às minhas amigas Maria Angélica Minhoto, Marieta Penna, Monica Galindo e Rosana Louro que me apoiaram com carinho, amizade e atenção em todos os momentos dessa jornada. A todas as professoras que se formaram no PEC Municípios e, em especial, àquelas que participaram deste trabalho. À professora Marieta Nicolau e ao Comitê Gestor do PEC Municípios que autorizaram o acompanhamento das atividades do Programa em um de seus pólos durante o ano de 2004, assim como forneceram dados e informações essenciais para o desenvolvimento deste estudo. À toda equipe do PEC Municípios/USP, e especialmente, à Irani, que por inúmeras vezes forneceu as informações por mim solicitadas. Ao INRP -Institut National de Recherche Pédagogique -e sua equipe, em especial, à Nanou Duquenne -que tão bem me acolheram durante meu estágio em Paris. Ao CNPq, pelas bolsas concedidas no Brasil e no exterior. Palavras-chave: formação de professores em serviço -programas especiais -ensino superior -saberes docentes -PEC Formação Universitária (São Paulo) BELLO, I.M. College Education for teachers in-service: a study about the certification process of the teacher preparation courses in Brazil. 2008. 293 p. Doctorate Thesis - ABSTRACT This research had as its goal to analyze the initiatives that have been undertaken in Brazil to certify at college level big contingent of teachers from childhood education and initial grades at the primary school, in an approach that tries to contemplate both the macro and the micro political level. In order to reach this goal, a survey was conducted about the special programs and courses created in Brazil from 1990 to 2000 to certify teachers at this level trying to relate this configuration with the international context, mainly Latin America and Europe (emphasizing the French context). With the purpose to understand how the policies and initiatives taken at governmental level are performed at the local level, this was searched by means of an empirical research to accompany the execution of a program, especially to try to understand the adaptations that the teachers did concerning this type of experience of formation and the knowledge produced by them in this peculiar context. The fieldwork, was done according to a case study, and was developed with a group of students-teachers of PEC College Education City Council/ São Paulo (2003) (2004) . The data were examined according to the concepts of habitus, field and symbolic capital by Bourdieu, the idea of plural man by Lahire and the concepts of tactic and strategy by Certeau. In setting out for these paths and analysis, the investigation allowed to verify that the formation of teachers in-service is an international preoccupation, object of initiatives and policies in all regions analyzed. A common discourse has been adopted in the area, which was still translated in very diverse senses and actions at the local ambit. In the specific Brazilian case, in the institutional and administrative point of view it can be said that a relative success has been reached, once thousands of teachers were certified at college level within a short period of time. In the case of PEC College Education (São Paulo), from the point of view of its functioning, the case study revealed that the aspects not foreseen by the Program were principally responsible for the satisfaction of the students-teachers such as the process of professional socialization provided, specially, by the daily contact among them in the places where the activities took place during the two years of accomplishment of the program. On the other hand, the actions foreseen and sometimes adapted institutionally were the target of a lot of criticisms both by the studentsteachers and the educational agents involved, whose manifestations appeared most of the time under the form of resistance to the academification of teacher formation being offered in those patterns. However, an important fact has to be emphasized: the accomplishment of the special programs of formation in-service, as it was formed at PEC College Formation, allows the university to know the school and the teacher closer, opening perspectives of a more effective collaboration between both of these institutions which are formative. Within this purpose, the thesis ends with proposals that aim to contribute for future projects that rethink the organization and accomplishment of programs of this type and consistency.
doi:10.11606/t.48.2008.tde-12062008-161728 fatcat:pw7ko7idbvfivmxpmpb5do6yl4